著者

清水 貞夫

出版者

全国障害者問題研究会

雑誌

障害者問題研究 (ISSN:03884155)

巻号頁・発行日

vol.39, no.1, pp.2-11, 2011-05

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国連・障害者権利条約の規定する「通常/一般教育システムからの非排除」「地域でのインクルーシブ教育」「必要なサポート及び合理的配慮の提供」等をどのように理解するのかを論究した.論究に当り,2010年12月に公表された障がい者制度改革推進会議『第2次意見』と中央教育審議会・特別支援教育の在り方に関する特別委員会『論点整理』を対比しつつ,障害者権利条約の批准のために求められる特別支援教育体制の制度改革は何かを明らかにした.特に,特別支援学校の設置義務者を都道府県から市町村に移管することの必要性を提起した.

著者

清水 貞夫 玉村 公二彦

出版者

奈良教育大学

雑誌

奈良教育大学紀要. 人文・社会科学 = Bulletin of Nara University of Education. 奈良教育大学 編 (ISSN:05472393)

巻号頁・発行日

vol.64, no.1, pp.41-54, 2015-11

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In this article we analyzed the sociological labeling theory, especially focusing on Jane R. Mercer and also including the social climate of 1960s. According to Mercer, there are two perspectives in which mental retardation can be considered: (1) the clinical perspective and (2) the social system perspective. The clinical perspective is characterized by the simultaneous use of a medical model and a statistical model though these two models are frequently confused. She contends it is not appropriate to apply a medical model to mild mental retardation, but it is more appropriate to adopt a social system model for analyzing problems that people with mild retardation would meet in a community. She argues that from a social system perspective, mental retardation is a sociocultural phenomenon, That means that mental retardation is an achieved status in a social system and persons holding that status plays the social role designated by the social system. From Mercer's researches at Riversides, she found that there were a disproportionately large number of black persons and Mexican American persons labeled by community agencies. She also discovered that the schools were the chief labelers. From these and other findings Mercer came to three major conclusions. The first one is that clinicians and psychologists in the community were not measuring adaptive behavior only because there were no adaptive scales available for them to use. This meant that they judged persons as persons with mental retardation almost entirely on the basis of an IQ test score. The second one is that the cut-off point of an IQ score should be lowered to 2SD below, though public schools were using the cut-off point of IQ 79 or below. Third one is that tremendous cultural biases exists in the IQ test and the test is not appropriate when used with lower class persons who do not share the same cultural traditions as the dominant Anglo American society. These conclusions lead her to develop an improved assessment test called the System of Multicultural Pluralistic Assessment (SOMPA). SOMPA includes an extensive battery of measures. SOMPA has extensively reviewed and debated, so it has not recognized as a valid assessment tool for children yet. Mercer's social system approach, however, provides us with the new perspective about intellectual disability. According to Mercer intellectual disability is not mental defect or deficiency, but a kind of devalued deviancy which is determined to be deviant by other people in the social system.

著者

鷹野 和美 横山 孝子 古田 睦美 清水 貞夫 鷹野 和美

出版者

長野大学

雑誌

基盤研究(C)

巻号頁・発行日

2005

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異なる社会層からなる地域コミュニティの助け合いのしくみづくりにおける、地域通貨の果たす役割を実証的に研究した。具体的には学生および卒業生からなるNPO組織「学生地域暮らしづくり考房こみっと」の交流施設「縁舎」を拠点都市て、長野大学の学生という若い世代の新住民と、長野大学が位置する上田市下之郷地区において住民の主要な構成要素である65歳以上の老人の組織「双葉会」との交流活動が行われたが、そこにおいて、同NPO団体が発行する地域通貨「イクタル」の導入実験が行われた。1.高齢者、地域住民、学生に対するニーズ調査が行われ、その結果に基づいて交流活動および定期的な「御用聞き訪問」、夏野菜の提供による野菜市、脳いきいきテストなどが「イクタル」を媒介として行われた。2.3年間の実験を通して、地域通貨イクタルの周知度、地域通貨の流通量が増大し、これまで交流のなかった異世代間の交流が促進された。交流活動や脳いきいきテスト、かなひろいなどを通じて、高齢者の引き込むりを予防し、助け合いを行うしくみが模索された。3.3年間の実験を終えて、高齢者が、継続的に若い世代と関わる場合の地域通貨のあり方について、利用者調査から考察をいった。異なる社会層が助け合う地域コミニティの形成に、地域通貨の導入が好意的に受け入れられ、威力を発揮することが実証されるとともに、地域通貨システムの改善点や課題も抽出された。

著者

清水 貞夫

出版者

宮城教育大学

雑誌

宮城教育大学紀要. 第2分冊, 自然科学・教育科学 (ISSN:02894424)

巻号頁・発行日

vol.22, pp.135-151, 1987

著者

清水 貞夫

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.1973, no.28, pp.43-48, 1973-11-15 (Released:2009-09-04)

参考文献数

13

著者

清水 貞夫 相澤 雅文

出版者

京都教育大学附属教育実践センター機構特別支援教育臨床実践センター

雑誌

特別支援教育臨床実践センター年報 (ISSN:21860513)

巻号頁・発行日

no.8, pp.45-62, 2018

著者

清水 貞夫 玉村 公二彦

出版者

奈良教育大学

雑誌

奈良教育大学紀要. 人文・社会科学 (ISSN:05472393)

巻号頁・発行日

vol.64, no.1, pp.41-54, 2015-11-30

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In this article we analyzed the sociological labeling theory, especially focusing on Jane R. Mercer and also including the social climate of 1960s. According to Mercer, there are two perspectives in which mental retardation can be considered: (1) the clinical perspective and (2) the social system perspective. The clinical perspective is characterized by the simultaneous use of a medical model and a statistical model though these two models are frequently confused. She contends it is not appropriate to apply a medical model to mild mental retardation, but it is more appropriate to adopt a social system model for analyzing problems that people with mild retardation would meet in a community. She argues that from a social system perspective, mental retardation is a sociocultural phenomenon, That means that mental retardation is an achieved status in a social system and persons holding that status plays the social role designated by the social system. From Mercer’s researches at Riversides, she found that there were a disproportionately large number of black persons and Mexican American persons labeled by community agencies. She also discovered that the schools were the chief labelers. From these and other findings Mercer came to three major conclusions. The first one is that clinicians and psychologists in the community were not measuring adaptive behavior only because there were no adaptive scales available for them to use. This meant that they judged persons as persons with mental retardation almost entirely on the basis of an IQ test score. The second one is that the cut-off point of an IQ score should be lowered to 2SD below, though public schools were using the cut-off point of IQ 79 or below. Third one is that tremendous cultural biases exists in the IQ test and the test is not appropriate when used with lower class persons who do not share the same cultural traditions as the dominant Anglo American society. These conclusions lead her to develop an improved assessment test called the System of Multicultural Pluralistic Assessment (SOMPA). SOMPA includes an extensive battery of measures. SOMPA has extensively reviewed and debated, so it has not recognized as a valid assessment tool for children yet. Mercer's social system approach, however, provides us with the new perspective about intellectual disability. According to Mercer intellectual disability is not mental defect or deficiency, but a kind of devalued deviancy which is determined to be deviant by other people in the social system.